从创客到创客教育:实践属性与意义向度  

From Maker To Maker Education:Practice Attribute and Significance Dimension

作　　者：陈晓燕[1] CHEN Xiaoyan(College of Eductional Science, Luoyang Normal University, Henan Luoyang 471934, China)

机构地区：[1]洛阳师范学院教育科学学院,河南洛阳471934

出　　处：《教育参考》2018年第2期27-30,共4页Education Approach

基　　金：2016年度河南省高等学校重点科研项目(编号:16A880033);2017年度河南省教师教育课程改革研究项目(编号:2017-JSJYYB-077)的阶段性研究成果

摘　　要：广义的创客是指将自己的创意设计变成现实并乐于分享的人。由于实践属性是创客的基本属性,价值性、情境性和过程性是创客的实践属性之特征,创客成为不断追寻与创造意义的特殊实践活动的个体。创客教育则成为培养创客基于技术工具的综合创造与问题解决能力为价值取向的教育实践。只有寻求实践与意义两维的有机结合,创客及创客教育才能保证实践的活动效果,并从中发现并实践各自的价值意义。A generalized maker is someone who has turned his creative design into reality and is willing to share it. Because the practice attribute is the basic attribute of maker, value, situational and procedural characteristics are the characteristics of the maker＇ s practical attributes. The maker is an individual who is constantly pursuing and creating special practice activities.The maker Educa- tion is the education practice of training maker based on the comprehensive creation and problem solving ability of technical tools. On- ly by seeking the organic combination of the two dimensions of practice and meaning, maker and maker education can guarantee the practical effect of the practice and discover and practice their respective value.

关 键 词：创客 实践 意义 创客教育 

分 类 号：G420[文化科学—课程与教学论]